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MODEL CURRICULUMTracey Severns, Ed.DDeputy Chief Academic Officer NJDOE
Learning Objectives Understand the purpose of standards-aligned curriculum Understand why the NJDOE developed a “model” CCSS aligned curriculum Understand “model” curriculum versions 1.0 & 2.0 Understand how an instructional leader can implement a standards-aligned curriculum and assessment system to improve achievement Understand how a standards-aligned curriculum, effective instruction, and formative & summative assessments can provide the data PLCs need to improve achievement
Why a “Model” CurriculumCommon Core State Standards • Fewer, clearer, more rigorous • Internationally benchmarkedCommonness • Leverage state and nation-wide expertise (46 States and DC) • PARCC (23 States and DC)Continuous improvement • Model 1.0 & 2.0
The CCSS Difference: Grade 7 ELABefore: NJCCCS (2004)1. Produce written work and oral work that demonstrate comprehension of informational materials.After: CCSS (2010)2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
The CCSS Difference: Grade 8 Math1. Understand and apply the Pythagorean Theorem.After: CCSS (2010)1. Explain a proof of the Pythagorean Theorem and its converse.2. Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.3. Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.
The CCSS Difference: Grade 3-5 ELA: Integration of Knowledge and Ideas Grade 3 Grade 4 Grade 5 Compare and Integrate Integrate contrast the information from information frommost important two texts on the several texts on points and key same topic in the same topic indetails presented order to write or order to write or in two texts on speak about the speak about the the same topic subject subject knowledgably knowledgably.
College Readiness : Grade 11 ELA Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence Introduce precise knowledgeable claims(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaim(s), reasons and evidence. Develop claim(s) and counterclaim(s) fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
Limitations of Textbooks and Programs CCSS requires the re-evaluation of textbooks, materials and programs Rubrics for evaluating resources can be found at the NJDOE website under CCSS
Model Curriculum 1.0 & 2.0 Version 1.0 Version 2.0 Version 1.0 WHEN WHAT HOW do we know students Students need to Learn We can best Instruct have Learned Student Formative Standard Learning Instruction Summative/Formative Assessments ObjectivesCCSS Standard SLO #1 • Model Lessons • Effective checks 1 • Model Tasks for SLO #2 • Engaging understanding Unit Assessment Instructional • Teacher designed SLOs 1-5CCSS Standard SLO #3 Strategies formative 2 assessments SLO #4 SLO #5 General Bank of Assessment Items 2.0
Why Unit-based Formative Assessments? Clarify the level of rigor for SLOs Create common expectations in common courses Provide data to effectively inform classroom instruction Provide data that can be combined with observation data to inform PD
Unit AssessmentGrade 3 sample formative assessment items
Common Standards require Common AssessmentsCommon Core State Standards: critical -but just the first stepCommon Assessments: state comparisonswill increase pressure for performanceQuality Implementation required for actualimprovement in student achievement
Claims Driving Design: ELA/Literacy Students are on-track or ready for college and careers Students write Students Students read and comprehend build and effectively when a range of sufficiently complex present using and/or texts independently knowledge analyzing sources. through research and the integration, Conventions comparison, Reading Vocabulary Written Reading and Literature Informational Interpretatio Expression Knowledge and Text n and Use of Language synthesis of ideas.13
Claims Driving Design: Mathematics Students are on-track or ready for college and careers Solve problems Solve problems Express mathematical involving the major involving the additional reasoning by content for their grade and supporting content constructing level with connections to for their grade level with mathematical arguments practices connections to practices and critiques Demonstrate fluency in Use the modeling areas set forth in the practice to solve real Standards for Content in world problems grades 3-614
PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11 2 Optional Assessments/Flexible AdministrationDiagnostic Assessment Mid-Year Assessment Performance-Based End-of-Year • Early indicator of • Performance-based Assessment (PBA) Assessment student knowledge • Emphasis on hard- • Extended tasks • Innovative, computer- and skills to inform to-measure • Applications of based items instruction, supports, standards concepts and skills • Required and PD • Potentially • Required •Non-summative summative Speaking And Listening Assessment • Locally scored • Non-summative, required 15
Assessment Transition Timeline16 “Transitional Assessments” Spring 2012 Spring 2013 Spring 2014 SY 2014-15 NJ ASK NJ ASK NJ ASK Full Aligned to the Aligned to the administration Aligned to CCSS CCSS of PARCC NJCCCS assessments
Turnaround Principles Climate & Culture Instructional leadership Standards based curriculum, assessment and intervention system Effective instruction Use of Data Use of Time Family and Community involvement Effective Staffing Practices
Instructional Leadership1. Set a compelling vision2. Develop a plan for meeting the vision with measurable goals, aligned strategies and a plan to monitor progress3. Use data to inform a climate conducive to learning4. Develop a culture of high expectations5. Ensure standards-aligned curriculum and assessment is implemented with fidelity6. Ensure formative and summative data is used to inform classroom practice7. Use informal and formal observations to improve instruction8. Develop a schedule that supports learning
Ensure a standards-aligned curriculum and assessment system is implemented with fidelity Review CCSS math practices and grade level overviews Review CCSS ELA anchor standards Review K-12 development of a single anchor standard for math and ELA Review Unit 1 SLOs and assessment questions
Summative Assessment Assessments of Learning (Stiggins) Primary users: policy makers, curriculum supervisors, principals, teachers, students, parents Documents individual or group mastery of standards Measures achievement status for purposes of reporting Accountability
Formative Assessment Assessments for Learning (Ainsworth) Primary users: principals, teachers, students, parents Measures progress toward intended outcomes Provides data on teacher and student perforrmance
Benchmark vs. Unit AssessmentBenchmark assessments Given 3-4 times per year Progress toward the state assessment Alignment “guaranteed” by provider May be limited to MCUnit Assessments Given at the end of every taught unit Progress on taught unit Alignment guaranteed by curriculum developers Includes MC & Open-ended
Informal and Formal Observations“What gets measured gets managed” Lesson plans Walkthroughs and evaluations: feedback on standards-aligned instruction Data reports: Unit assessment data, walkthrough data
Use informal and formal observations to improve instruction Effective Instruction Clear learning objective aligned to the curriculum (teacher & student) Engaging and aligned instructional strategies Engaging and appropriately rigorous standards-aligned student work Quality and timely checks for understanding Appropriate adjustment based on student understanding Effective assessment of learning objective to inform next lesson
Effective PLC A BStaff members meet Instructional leaderson a regular basis to create time for teacherdiscuss their work, collaboration throughwork together to scheduling andproblem solve, reflect programming, andon their jobs, and take guide thatresponsibility for what collaboration.students learn.
Effective PLC1. Create a schedule to allow on-going collaboration2. Set agendas and monitor progress on deliverables3. Monitor progress by regularly attending meetings and giving the team feedback on strengths and areas for improvement
Reflections and Questions Discuss an “aha” moment with a partner. How will you use this to improve your school or district? What are you wondering?